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COUNCIL TO MEET AT UBC JAN. 27
The Universities Council, the .11-member body
established under the new Universities Act to serve as
an intermediary between the provincial government
and the universities of B.C., will hold a public meeting on the UBC campus on Monday, Jan. 27.
The meeting, to be held at 2:30 p.m. in Lecture
Hall No. 2 of the UBC Instructional Resources Centre, will be one of the first public events staged by the
Council since it was established late in 1974.
The new Act specifies that the Council will try to
hold its meetings in public in various parts of the
province, and that it will encourage members of the
public to express their views and concerns about university matters.
The Council's chairman, Prof. William Armstrong,
former deputy president of UBC, will open the meeting with preliminary comments on the history of the
development of the Council and the work of the
Committee on University Governance, which made
recommendations to the provincial government on
changes in the Universities Act.
Prof. Armstrong said he hoped the meeting, which
is open to all members of the University community
as well as the general public, would provide those
attending with a comprehensive picture of the'role of
the Council in relation to the universities of B.C.
The Council has already undertaken a study of
housing for students at B.C. universities. Prof.
Armstrong said he hoped those attending the meeting
would address the problem of student housing and
other matters bearing on the role of the Council in
the structure of higher education in B.C.
BRJEFS WELCOME
He said the Council would also welcome briefs on
student housing or other matters at its headquarters
- Suite 500, 805 West Broadway, Vancouver, B.C.,
V5Z 1K1.
Prof. Armstrong's appointment as chairman of the
Council was announced by the Hon. Eileen Dailly,
B.C.'s Minister of Education, early in September,
1974.'The ten additional appointments to the Council were announced by Mrs. Dailly in October, 1974.
The Council's principal function is to co-ordinate
the development and activities of the universities, and
Record
Number
Enrol
UBC has the highest enrolment in its history in the
1974-75 Winter Session.
Total daytime enrolment this session is 22,035 students.
The total for the 1973-74 Winter Session was
20,100.
However, these figures are not strictly comparable.
This year, for the first time, UBC's official enrolment
total includes medical residents — medical-school
graduates who are completing their specialty training
in Vancouver hospitals under UBC auspices. In previous years residents were not registered as UBC students and therefore did not appear in the official Dec.
1 enrolment head-counts.
Subtracting the current crop of 292 residents from
the 1974-75 figure of 22,035 leaves a total of 21,743
students. This total, which is comparable with
1973-74's 20,100 shows an increase on 1,643 students
or 8.2 percent.
The 21,743 figure also shows an increase of 807
students, or 3.8 per cent, over the previous peak total
of 20,936 in 1970-71. In that year, at UBC as at
many other universities, the enrolment increases of
the 1960s seemed to have ended, and registration
dropped in each of the next two years. But last year
the trend reversed itself, and this year has surpassed
previous high levels.
The 1974-75 totals include both full-time and
part-time daytime students, but do not include 1,150
students taking night credit courses at UBC or 551
students taking correspondence courses for credit
Please turn to Page Four
See ENROLMENT
to serve as an intermediary between the universities
and the provincial government in financial matters.
The universities now submit their requests for
operating and capital grants to the Council, rather
than directly to the Minister of Education. The Council reviews and co-ordinates the budget requests, then
transmits them to the minister along with its own
recommendations on the amount of money to be provided.
The Council will divide the total amount of money
provided by the government and distribute it to the
universities.
Since assuming office on Oct. 15, 1974, the Council has received and reviewed requests for capital and
operating grants for the fiscal year 1975-76 from
B.C.'s three public universities. Recommendations
from the Council, based on an analysis of these requests, have been forwarded to the Department of
Education.
The Council has the authority to demand from the
universities short- and long-term plans for their academic development. It has the power to approve the
establishment of new FacuWw-Brtd 'dfcgretvbrograms
and to require the uniyflj£^&ix*-ttoriLili wSSsjach
other to minimize uemecessary duplication or")
K MAR 41975
UBC REPORTS CAMPUS EDITION
grams. And it has the power to establish evaluation
procedures for all academic divisions of the universities.
The Council also has the power to establish joint
committees with the universities. Four such committees are identified in the Act: committees on business
affairs; program co-ordination; graduate studies and
research; and capital planning and development.
Certain safeguards of university autonomy are
built into the new Act. For instance, although the
Council will allocate capital and operating grants to
the universities, it cannot require them to use these
monies for any particular aspect of their operations.
In addition, the Council is specifically constrained
from interfering in the universities' rights to formulate their own academic standards and policies, to
establish their own standards for admission and graduation, and to select their own staff.
COUNCIL MEMBERS
In addition to Prof. Armstrong, members of the
Universities Council are:
• Dr. Donald MacLaurin, former University of
Victoria vice-president;
• Mr. Bob Schlosser, an official of the International Woodworkers of America;
• Dr. Frances Forrest-Richards, a Victoria psychiatrist;
• Ms. Dorothy Fraser, a writer and Okanagan College lecturer;
• Mrs. Betty McLurg, a former Cariboo College
Council chairman;
• Mr. Alex Hart, Q.C., a former Canadian National Railway vice-president;
' • Mrs. Rita MacDonald, a member of the provincial'Royal Commission on Family and Children's
Law;
• Mr. Bernard Gillie, a member of the University
of Victoria Senate;
• Mr. Franklin E. Walden, a former president of the '
UBC Alumni Association; and
• Mr. Ran Harding, a former New Democratic
Party member of the B.C. Legislature and the federal
Parliament.
MUSSOC HOOFERS give visiting members of B.C.'s
Legislature a preview of forthcoming Mussoc production of "George M," life story of George M.Cohan,
which opens in the campus Old Auditorium on Jan. 29.
Students entertained the visiting MLAs in the party
room of the Student Union Building following luncheon on Jan. 15. Tickets for the 2%-hour student production, which continues until Feb. 8, are available at
the Vancouver Ticket Centre (693-3255) and at
Eaton's stores. Picture by Jim Banham. OVERVIEW OF
TEACHING
EVALUATION
The report of an Ad Hoc Committee on the
Evaluation of Teaching at UBC was presented to
Senate at its Dec. 18, 1974, meeting by the
committee's chairman. Prof. Roy Daniells,
University Professor of English Language and
Literature. The report, an overview of the steps
taken by UBC faculties to evaluate teaching, is
reproduced in its entirety below. The two
recommendations made by the committee at the
end of the report were approved by Senate.
To distinguish good teaching from bad has been for
mankind a long-term endeavor, an endeavor attended
with limited success, in spite of elaborate inquisitions,
careful assessments and remedial measures that have included burning at the stake.
Canadian universities, with one accord, make
attempts to monitor teaching and determine its effectiveness. What students think of a teacher, how well they
do under his guidance, what his peers think of him and
what the administrative or supervisory staff think: these
turn out to be not quite the same thing. There is even a
lack of agreement beween graduate and undergraduate
students.
A single frame of reference within which to judge
teaching performance is probably unattainable. Skills or
qualities of character useful in one field or at one level
may be valueless or even detrimental somewhere else.
Self-rating is not the balancing factor one might expect
it to be. Hoped-for correlations, such as that between
teaching ability and ability in research, are frequently
not substantiated. The conclusion emerges that teaching
performance is not a unitary phenomenon and that some
of its components, such as creative imagination, defy
measurement.
Research and general observation suggest that the definition of what is to be measured as teaching should, if
possible, be reached by a joint effort of students and
staff. That criteria may be found to vary from course to
course. That there may be a difference between the value of a course as immediately perceived, on the one
hand, and, on the other, its long-term benefits. That the
teaching effectiveness of a staff member and the sum of
his services to the University may deserve differentiation. Such obiter dicta are numerous.
• • *
The replies received from faculties and schools on this
campus, in response to our questionnaires and other enquiries, have been generous, informative and significant.
They resist tabulation; each system of evaluation is sui
generis, there is no central committee to shape policy or
control method. Assessment of teaching has been instituted earlier in some faculties than in others. Variety
in kinds of teaching leaps to the eye in any survey; e.g.,
in some schools or faculties, teaching is strongly influenced by vocational concerns; in others there is a
deliberate attempt to widen the horizons of students by
developing a multiplicity of interest.
While not incompatible or entirely incomparable,
systems of assessment used by the various faculties are
generally incommensurable. The Faculty of Arts,
because of its size and variety of disciplines, provides, if
not a norm, a useful point of reference.
• • •
In the Arts faculty almost all departments employ
questionnaires which they have individually chosen or
developed. These are variously administered to classes.
The degree of student participation has been by no
means uniform. Completed questionnaires are interpreted by the head of the department or by a committee
appointed for that purpose. Classroom inspection is very
common; visits tend to be made toward the end of the
academic year.
Opinion in Arts is, on a good many matters, divided.
Although polls seem to show that most departments
favor the use of a common questionnaire for all classes
in the faculty (supplemented by local departmental
questionnaires if such are desired), a common set of questions based on agreed psychometric standards has not
been adopted. Classroom inspection is in some departments not favored, because of faculty hostility. There
are staff members who would like more frequent, open
and objective evaluation and rating. They are, however, a
minority, at the opposite pole from those who dislike
formal evaluation on principle.
In some departments more than one instructor may
be involved in a set of lectures. A second or third instructor may deliver a proportion of the lectures or simply attend in order to conduct subsequent seminars with
the students involved. In these circumstances, mutual
assessment of teaching occurs naturally.
Many departments in the Arts faculty organize collo-
quia, in which staff members give papers exposing their
research. Some departments value these colloquia highly
as an aid to the evaluation of staff. Another common
and useful type of gathering is the conference for the
planning of curricula and departmental strategy in general. Here, too, is a valid source of information concerning
the initiative and expertise of individuals.
The opinions of an instructors' colleagues are seldom
systematically sought. The head may, of course,, solicit
opinion for particular purposes. In committees assigning
work, estimates of an individual's effectiveness are commonly offered. It is not unknown for a staff member to
send in, unasked, a laudatory estimate of a colleague's
teaching.
The question is sometimes asked whether specialists
in a staff member's field of research or specialists in
teaching methods are asked for opinions of his work.
From the first group letters are sometimes sought when,
say, promotion is under discussion. From the second
group opinion is seldom solicited.
Some sources of opinion are valuable in special circumstances; e.g., the opinion of alumni. The opinion of
previous employers has, of course, a unique value in the
instance of new appointments. The Master Teacher
Award committee affords an indirect assessment of
teaching ability: the winning of an award, a certificate or
a place on the short list is a clear indication of merit.
'Some Components of
Teaching, Such as
Creative Imagination,
Defy Measurement'
Various forms of self-evaluation inevitably appear.
Some Arts departments invite a staff member who is
being considered for a particular task or advancement to
submit his own estimate of his potential. In other contexts, the invitation of a colleague to visit one's class
may be taken as a form of self-assessment.
The grapevine, although it cannot be certified as representative, may yield candid and useful comment. It
will identify such failings as consistent late arrival or
non-arrival, unwillingness to return essays or inability to
maintain attendance.
In any discussion of teaching evaluation, time must
be taken to recognize a small but persistent vein of objection to the whole concept. There are staff members
who regard academic teaching as a communion of minds.
to be judged by its ultimate benefits, which may for the
time being remain hidden. A brisk assessment of their
visible procedures and the compiling of immediate tangible scores offends their sense of the innate values of
teaching.
'There Is No Need
To Alert the
University to the
Responsibilities of
Teacher Evaluation'
One side effect of teaching evaluation deserves mention. There have been some revisions of the syllabus itself as a result of student comment upon those teaching
it. It remains true, however, that the chief practical benefit of evaluation centres upon the individual instructor
— how his talents may best be deployed, how he may be
rewarded for good work, how he may recognize his limitations and enhance his virtues.
Alteration in teaching, as a result of evaluations, is
seldom an overnight occurrence. In practice, departments hope that the next time round will reveal that
improvement has taken place or that it has been found
feasible to transfer an instructor to a course where his
strengths are best displayed.
The size of a department is clearly a decisive factor in
some kinds of organized effort to improve teaching. In
one large Arts department, prospective teaching assistants are attached to individual faculty members and
receive supervision, coaching in methods and help generally. For the most part, the larger the department, the
more formal the procedure. In a small department, the
head may find he can drop in and listen to a lecture
without hesitation; in one of the larger departments,
there is an agreed procedure by which three colleagues
of the inspected member visit him three times each in
each of three successive years, giving a total of 27 visits.
A question that finally lifts its head is whether evaluation, as now practised, is felt to be a success. Some Arts
departments, among them certain large ones, are certain
that their procedures do work, that results are useful and
that the labor expended is not in vain. Furthermore,
there is a widespread and well-founded confidence that
teaching is steadily improving as staff members are encouraged to think of excellence as the product of an
explicable and attainable professional skill rather than as
a randomly bestowed birthright. The faculty has been
fortunate in having a rather demanding student body,
together with a dean whose professional interests serve
the cause of teaching evaluation.
The Arts faculty furnishes a useful picture of general
practice on this campus, in the field of teaching evaluation. Of great interest are a number of problems and
achievements in other faculties.
In the Faculty of Agricultural Sciences considerable
reliance is placed on questionnaires. It has been necessary to overcome a possible lack of anonymity in replies,
as the computer cards were also used for personal comments on courses, in the handwriting of students, which
some of them felt might be identified.
Visits to classrooms to audit lectures are used by
some departments, but only in the case of junior members.
Doubts were at one time entertained as to the validity
of student comment obtained by the questionnaire and
the query arose. Do students evaluate most highly teachers from whom they by no means learn the most?
The Faculty of Applied Science has taken an initiative in the field of self-paced instruction. During the last
academic year, an Electrical Engineering course with a
large enrolment was divided into two sections. One was
taught in a conventional manner; the other was provided
with sets of problems which each student solved at his own pace. A comparison between the two sections led to
a comparative estimate of the two approaches and to
some modification of the scheme.
The faculty strongly opposes any attempt to rank
j>taff membirs on the basis of ratings computerized on a
numerical basis. It is felt that even the level and kind of
course taught by an individual would preclude accurate
ranking. It is believed that techniques of evaluation seeking incomputable qualities of teaching must also be em-
nloyed.
PROF. ROY DANIELLS
The Faculty of Commerce employs a questionnaire of
the Student Instructional Report form. The results are
scored by the Educational Testing Service, Princeton,
<N.J. A 26-page booklet of instructions is issued to each
professor involved.
Classroom inspection is not employed in any formal
way, it being felt that entering a class without destroying
its normal operation is indeed difficult.
There is evident a continuous modification of procedures; e.g., professors are being encouraged to structure
questions that will reveal student reaction to each particular course and evoke comments that elude the generalized SIR form.
• * •
r The Faculty of Dentistry has formally established a
-committee to take charge of teaching evaluation. It will
report to the individual staff member assessed, to the
head of the department and to the dean. It is now in
process of evolving a questionnaire for the use of students.
The Faculty of Education is now in process of setting
up two separate bodies, one to assess the teaching of
members of staff so as to provide information bearing on
tenure, promotion and the like, the other to render advice and assistance, as requested by any member of the
faculty or head of department, with regard to the im-
•provement of teaching practice.
The Faculty of Forestry employs classroom visits —
by two staff members, each of whom attends the class
"fr/vice — as a means of evaluating the teaching of any
jfiember of the faculty being considered for tenure or
promotion.
It finds the evaluation of questionnaires professionally to be an expensive procedure, requiring budgeting,
and it regards a campus-wide system of questionnaires as
^highly desirable.
A positioners being established in the Faculty of Forestry for an individual with a special concern for accu
rate and effective communication, both written and
verbal.
• • •
The Faculty of Law hopes to establish a means of
making available formal instruction with respect to
teaching, particularly to new members. A staff member
from the Faculty of Education rendered assistance but
was unable to continue because of other demands. There
is now informal discussion pointing toward the establishment of a seminar on teaching method in the Faculty of
Law.
In the Faculty of Medicine, departments and sub-
departments devise their own questionnaires, which students fill out. Pharmacology, Physiology and Anatomy
employ the heroic method of visiting classes on a constant basis so that the entire course is audited.
Faculty members are deeply concerned and face
problems peculiar to their type of discipline. Clinical
subjects are taught in the hospital. A committee is wrestling with the problem of assessing the efficiency of such
instruction.
The Faculty of Pharmaceutical Sciences has devised
an exhaustive course evaluation form to obtain student
opinion and modifies procedures regularly to ensure ever
better approaches to the problem. Formal visits to classrooms are not made but there is agreement that any staff
member may sit in on anyone else's class at will. This
becomes essential in some courses, where joint teaching
by different staff members requires correlation.
In the Faculty of Science, a questionnaire assessing
teaching has had a faculty-wide trial run. The results are
being analyzed and, in a revised form, the questionnaire
will be presented to staff for approval of its use over a
limited period, preparatory to a second analysis. This
faculty-wide device is, of course, supplemented by questionnaires devised within departments.
Recommendations regarding the administration of
the general questionnaire remain tabled; e.g.. Who sees
the results? What effect do they have on tenure and
promotion? It seems likely that departments will continue to enjoy the large degree of autonomy in such decisions that they now possess.
There is apparent in the faculty a growing recognition
of the value of questionnaires. Experimentation will continue into the foreseeable future; e.g., in view of the
importance of laboratory work in the faculty, a special
set of questionnaires has beefl suggested for lab courses.
A clear and simple conclusion emerges: that there is
no need to alert faculties and schools to their responsibilities in the matter of teaching evaluation, nor is there
any possibility of imposing upon them from without a
common method of tackling the problem. What is required is some means of interchanging the experience
and opinion of the various faculties and schools and the
provision of a forum where instruction and discussion
may be available to staff members who would find them
useful.
We therefore recommend that the President's office
establish a permanent committee, to include the representatives of faculties specially charged with the responsibility of evaluating teaching.
We further recommend that this committee set up a
series of short courses, staffed by volunteers from the
faculty at large approved by the committee, to be
offered one or more each academic year, according to
demand.
We suggest that the course beginning in September,
1975, devote itself to ways of assessing and improving
lectures. This in view of the prominence of the lecture
form of instruction in classes, especially those of the
lower division.
A possible division of topics within such a course is as
follows: 1. use of language (English); 2. use of voice
(Theatre); 3. structure of knowledge (Philosophy); 4.
nature of learning (Psychology); 5. methodology of science (Science faculty); 6. background of first-year students (Education faculty); 7. media and technology
(various).
If such a course is offered, it will not be difficult to
furnish a list of interested and equipped staff members
from whom a choice of volunteer instructors could be
made.
Suedfeld
Heads Club
Prof. Peter Suedfeld, head of UBC's Department
of Psychology, was installed as president of the
newly-formed Sigma Xi Club of the University of
B.C. on Jan. 17.
Sigma Xi is a prestigious scientific research society,
not to be confused with Sigma Chi, the social fraternity for students. Membership in Sigma Xi is limited to
scientists of all disciplines who have productive
research careers.
UBC will have "club" status for three years and
then may become a full chapter of the society with
the privilege of nominating its own members.
Speaker at the installation ceremony was Prof. D.
Harold Copp, head of UBC's Department of Physiology, who delivered a lecture on the topic "Serendipity and Calcitonin."
Other members of the executive of the UBC club
are: vice-president — Dr. Leon Kraintz, head of the
Department of Oral Biology; secretary-treasurer —
'Prof. I.D. Desai of the School of Home Economics;
members — Prof. Stuart D. Cavers, Chemical Engineering; Dr. Afton H. Cayford, Mathematics; Prof.
Janet R. Stein, Botany; and Prof. Copp.
Prof. Suedfeld said that the presence of a chapter
of Sigma Xi on campus will be an honor to the University.
"It shows, first of all, that the University has a
core of productive research scientists," Prof. Suedfeld
said. "And it will enable us to nominate good graduate students to associate membership. If the students go on to do good scientific work, they can be
nominated as full members.
"Membership in the society is an honor on any
curriculum vitae."
Prof. Suedfeld said that faculty members and graduate students would have access to research funds
under the society's control and to a scientific magazine that it publishes.
The University would also be able to receive Sigma
Xi visiting lecturers. Nobel Prize winner Prof. George
Wald and Dr. John Tuzo Wilson are among recent
Sigma Xi lecturers who have visited UBC under other
auspices.
There are several hundred chapters of Sigma Xi in
the United States and eight in Canada.
VSOHere
Feb. 6
Kazuyoshi Akiyama, conductor of the Vancouver
Symphony Orchestra, has dedicated his 1975 concert
on the UBC campus to acknowledge the United
Nations' — sponsored International Women's Year
which began in January.
Maestro Akiyama will be on the podium when the
orchestra performs in the War Memorial Gymnasium
on Thursday, Feb. 6, from 12:45 to 2:15 p.m.
Suitably, the opening work on the program will be
by a woman — well-known Canadian composer Jean
Coulthard. The composition, entitled Canada Mosaic,
Suite for Orchestra, was commissioned by the Canadian Broadcasting Corporation specifically for the
Vancouver Symphony's tour of China in 1974.
Mr. Robert Silverman, a member of the UBC Department of Music, will be guest artist with the
orchestra and will perform the Chopin Concerto No.
2 in F Minor, Opus 21.
One of Canada's outstanding pianists, Mr.
Silverman has been a frequent winner of major
national and international competitions. He has performed on three continents in recitals and has been
guest soloist with major symphony orchestras.
The closing work on the Feb. 6 program will be
Edward Elgar's Enigma Variations.
IIR A VoL 21- No- 2 ~ Jan- 22'
IIICI 1975. Published by the
^M^^^M University of British Columbia
^Z!*^.^** and distributed free. UBC
REPORTS
" Reports appears on
Wednesdays during the University's Winter
Session. J.A. Banham, Editor. Louise Hoskin and
Anne Shorter, Production Supervisors. Letters to
the Editor should be sent to Information
Services, Main Mall North Administration
Building, UBC, 2075 Wesbrook Place,
Vancouver, B.C. V6T 1W5. Program Head Named I
Dr. Maurice Young has been appointed Associate
Dean for Residency Programs in UBC's Faculty of
Medicine.
A resident is a student who has completed requirements for a medical degree and is taking further training leading to specialist certification.
Dr. Young will be responsible for co-ordination
and planning and the overall administration of all residency programs of UBC's Faculty of Medicine.
His appointment as associate dean is on a half-time
basis. He is also a professor in the Faculty of Medicine's Department of Pediatrics.
Dean David Bates, head of UBC's Faculty of Medicine, said that Dr. Young has played a major role in
developing the pediatrics program at UBC, and has
been influential in community affairs relating to
children.
"He has been in charge," Dr. Bates said, "of the
teaching of fourth-year pediatrics to medical students
and has developed the pediatric residency program to
make it one of the best in this discipline in Canada.
"And as a member of the Survey of Crippled
Children in B.C. and a secretary of the Pediatric
Section of the B.C. Medical Association, he has been
prominent in many aspects of planning better care for
children of the province as a whole."
Dr. Young's main professional interest. Dean Bates
said, has been in pediatric cardiology — heart disease
in children. He is a member of the American Heart
Association and the Western Society for Pediatric
Research. In 1955 he was made a fellow of the
American Academy of Pediatrics.
Dr. Young was born in B.C. and attended
Cambridge University and the London Hospital in
England, graduating in medicine in 1936. He continued in specialized training in pediatrics at London
Hospital and in 1944 received his specialist certification as a member of the Royal College of Physicians
in London.
He received further training at The Children's Hospital in Montreal and Johns Hopkins in Baltimore
before being appointed clinical assistant professor in
UBC's Department of Pediatrics in 1951, the year
ENROLMENT
Continued from Page One
through UBC's Centre for Continuing Education.
Almost all of this year's enrolment increase is at
the undergraduate level. Undergraduate enrolment is
up by 1,600 students over last year, and first-year
enrolment alone is up by almost 600.
..Enrolment in the Faculty of Graduate Studies is
up only slightly - from 2,623 to 2,666 students.
Here are some other 1974-75 enrolment highlights:
• There has been a dramatic increase in the number of students classified as part-time, that is taking
11 or fewer units. Their numbers are up 54.5 per cent
at the undergraduate level to 1,882 from 1,218 last
year.
• The number of re-entering students is up by 23
per cent this year over last. (A re-entering student is
defined as one who was registered at UBC at some
time in the past and has been away at least one year).
• The major enrolment increases in the current
year have come at the first- and fifth-year levels. Enrolment increases at the fifth-year level are chiefly
centred in the Faculty of Education.
• The highest enrolment increases continue to be
in profession-oriented Faculties. Faculty of Education enrolment is up by 599 students, or.17.3 per
cent; the Faculty of Commerce increased by 220 students, or 17.6 per cent; and the Faculty of Agricultural Sciences enrolment is up by 17.9 per cent.
• Women now make up about 41 per cent of the
total student body, an all-time high. The percentage
of women in the student body has continued to climb
steadily over the past ten years. In 1964-65 women
made up 34 per cent of UBC's enrolment.
• Included in UBC's 1974-75 enrolment total are
52 senior citizens, students over the age of 65 who
are taking advantage of a UBC program which allows
them to register for credit courses without paying
tuition fees.
Here are UBC's 1974-75 enrolment figures by Faculty, with last year's figures in brackets: Agricultural
Sciences - 336 (285); Appied Science - 1,488
(1,398); Arts - 5,272 (5,172); Commerce - 1,471
(1,251); Dentistry - 194 (196); Education - 4,064
(3,465); Forestry - 328 (334); Graduate Studies -
2,666 (2,623); Law - 690 (639); Medicine - 719
(404); Pharmaceutical Sciences - 347 (340); Science
- 3,825 (3,499); Qualifying year - 174 (162); Unclassified - 409 (332); Senior Citizens - 52 (-(.Total daytime enrolment - 22,035 (20,100).
after the Faculty of Medicine was established.
In 1956 he was elected by medical students to be
their Faculty adviser and the following year he
became associate professor of pediatrics. Dr. Young
was made full professor of pediatrics in 1969.
During the Second World War he first served in the
Royal Naval Volunteer Reserce. He then transferred
to the Royal Canadian Naval Reserve where for five
years he was the Principal Medical Officer of
H.M.C.S. "Discovery" and was Honorary Surgeon to
H.M. Queen Elizabeth II for two years. Dr. Young
was also commanding officer for 10 years of the University Naval Training Division at UBC.
He was awarded the Canadian Forces decoration in
1957 and the Centennial Medal in 1967 for naval
services.
Responds to
«
Treatment
UBC's President, Dr. Walter H. Gage,
is expected to be released from hospital
this week.
President Gage, who was hospitalized
on Jan. 13, has been undergoing treatment for a mild case of diabetes. He has
responded well to treatment and will
leave hospital shortly.
Dean Bernard Riedel, head of the Faculty of Pharmaceutical Sciences, is serving as UBC's acting president during
President Gage's absence.
Exam Schedule
UBC computing experts are going to experiment
with exam schedules in an attempt to avoid multiple
exams on the same day for as many students as possible.
But attempts to adjust the exam timetable "are
unlikely to be greeted with universal acclaaim," says
Prof. James Kennedy, head of UBC's Computing Centre.
The Computing Centre and the campus System
Services Office, which acts as the computing facility for
the Registrar's Office, agreed to undertake an investigation of exam timetable problems when the question
was raised at the December meeting of Senate.
However, says Prof. Kennedy, the greater the success in equal spacing of exams, the more students will
find their last exam taking place in the final day or
two of the exam period. For many students, this will
mean a late departure for vacation jobs or travel.
In addition, he told Senate at its January meeting,
there is a conflict with the need to schedule large
classes fairly early in the exam period to give faculty
members time to mark papers to meet deadlines set
by the Registrar's Office.
The Computing Centre and the Systems Services
Office will "proceed with caution" in adjusting the
exam timetable, Prof. Kennedy said. The results will
be submitted to the Registrar's Office for a decision
on their merits, he said.
Service Begins
A new method of placing long-distance telephone
calls went into operation on the UBC campus Monday (Jan. 20).
The service, for all customers whose telephone
numbers begin with the digits "22", applies to the
following types of long-distance calls: person-to-
person, collect, credit card, calls billed to another
number, and calls for which the customer wishes to
know time and charges.
UBC callers who wish to make a long-distance call
within B.C. on the new service should first dial "9",
then "0", and the number desired. Long-distance calls
outside B.C. can be made by dialling "9", then "0",
then the area code, and the number desired.
The operator will come on the line before the call
is complete to obtain the name of the person being
called on a person-to-person basis or to obtain the
caller's credit card number.
The Wide Area Telephone Service (WATS) remains
in effect and can be used during normal University
business hours.
Mr. Sadayo Kita, one of the leading masters of No
dance in Japan, is seen dressed for his role in
Hcigoromo — "The Heavenly Maiden" — which he and
a troupe of 10 performers will present in the UBC
Auditorium on Saturday, Feb. 15, starting at 8:15
p.m. The No* Theatre performance is co-sponsored by
the Cecil H. and Ida Green Visiting Professorships and
the Vancouver Institute. Admission is free. Mr. Kita
will also 'give a public lecture on the topic "No -
Practice and Performance," in Lecture Hall No. 2 of
the Instructional Resources Centre on Thursday, Feb.
13, at 12:30 p.m.
No Grad Card,
No UBC Degree
No application, no degree in 1975.
That was the word this week from officials in
UBC's Registrar's office to students who expect to
graduate in May.
Students are responsible for applying for their
degrees, the Registrar's office said, in order that a list
of candidates for graduation may be compiled. This
list is presented to the Faculty in which the student is
registered and to the Senate for approval prior to the
May degree-granting ceremony.
Application for Graduation cards are now being
mailed to students in Arts, Fine Arts, Commerce, the
Licentiate in Accounting program, Elementary and
Secondary Education, and Science.
Any student in the above categories who does not
receive a card by mail should confirm with the Registrar's office that his or her mailing address is correct.
Students in the graduating year of all other degree
programs, except Graduate Studies, may obtain
Application for Graduation cards from Faculty
offices. Students in graduate studies can obtain the
cards from their graduate advisors. Cards are also
available in the Registrar's office.
IWY Speaker
Dr. Robert Ornstein, research psychologist at the
Langley-Porter Neuropsychiatric Institute in San
Francisco and author of The Psychology of Consciousness, will speak on the UBC campus in February under the International Women's Year rubric.
On Monday, Feb. 3, at 8:00 p.m. in Lecture Hall
No. 2 of the International Resources Centre, Dr.
Ornstein will talk about his continuing research into
human consciousness.
Dr. Ornstein approaches the investigation of consciousness through the physiological study of the differing functions of the two hemispheres of the brain
— the left hemisphere governs rational thinking, while
the right governs intuitive thought. He discusses how
those two ways of apprehending life are evidenced in
the mystic traditions of the East (using Zen, Sufism
and Yoga as examples) and the scientific, technological approach of the Western cultures.
For this International Women's Year lecture. Dr.
Ornstein will draw from material in his latest book.
The Nature of Human Consciousness.
Dr. Ornstein is jointly sponsored by the UBC
International Women's Year committee and the
Women's Resource Centre and Daytime Program of
the UBC Centre for Continuing Education.

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